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Abstract
This study deals with interpersonal relationships, including the conflicts experienced in the daily life of a municipal school that involves students affected by prejudices and cultural challenges related to skin tone, obesity, as well as beliefs and learning difficulties. Knowing that the teaching-learning process can be influenced by interpersonal relationships, the objective was to analyze how interpersonal relationships that involve the school community at Escola Vila Rio Grande do Norte occur, as well as their influence on the teaching-learning process. For this, a field research with a descriptive character and qualitative quantitative approach was carried out, taking as subjects a pedagogical coordinator, fifteen teachers, two hundred students and two hundred student parents / guardians, all linked to the analyzed school. As a technique we used the aid of a questionnaire with open and closed questions. For the analysis and interpretation of data, the content analysis technique was used, such as: articles, theses, book searches and others. The results found indicate that the school environment operates as a microsystem of society, reflecting the current transformations, which may, in fact, interfere in interpersonal relationships, which, in turn, act as drivers in the establishment of school problems, among them the non-acceptance of the other or the other, which include situations of prejudice and disrespect.